Journal of the Learning Sciences
From Wikipedia, the free encyclopedia
| Journal of the Learning Sciences | |
|---|---|
| Abbreviated title | JLS |
| Discipline | Multidisciplinary, mainly Education |
| Language | English |
| Publication details | |
| Publisher | Lawrence Erlbaum Associates, Inc. (U.S.A.) |
| Publication history | 1991- |
| Frequency | Quarterly |
| Open access | Unknown |
| Indexing | |
| ISSN | 1050-8406 |
| Links | |
The Journal of the Learning Sciences (JLS) is an official publication of the International Society of the Learning Sciences (ISLS) covering research on learning and education. This multidisciplinary journal seeks to foster new ways of thinking about learning that will allow the understanding of cognition and social cognition to have impact in education.
JLS has been published by Lawrence Erlbaum Associates, Inc. since 1991. The current editor of the JLS is Janet L. Kolodner from the Georgia Institute of Technology.
Contents |
[edit] Journal content
JLS publishes research articles that advance the understanding of learning in real-world situations and of promoting learning in such venues, including articles that report on the roles technology can play in promoting deep and lasting learning and in promoting engaged and thoughtful participation in learning activities, and articles reporting on new methodologies that enable rigorous investigation of learning in real-world situations.
[edit] Editorial Board
- Editor: Janet L. Kolodner (Georgia Institute of Technology)
- Associate Editor Special Issues and Strands: Sasha A. Barab (Indiana University)
- Associate Editor Books and Ideas: Michael Eisenberg (University of Colorado)
- Associate Editor: Rogers Hall (Vanderbilt University)
- Associate Editor: Yasmin Kafai (University of California at Los Angeles)
- Associate Editor: Barry J. Fishman (University of Michigan)
[edit] Impact and readership
According to the Thomson Scientific 2005 Journal Citation Reports Social Sciences Edition, the Journal of the Learning Sciences ranks #1 of 98 in the Education & Educational Research category and #3 of 38 in the Educational Psychology category.
